Integration Of Next Generation Science

Standards Across Science Curriculum

Nick Espalin

California Chemistry Department

Training: 3/23/23
 Presentation Objectives and Standards
Introduce Next Generation
Science Standards (NGSS)
Brainstorm areas where the
NGSS and CCSS are linked
Discuss ideas to incorporate
NGSS across the content
Review best practices of
NGSS
• NGSS Standards
• CA NGSS Website:
www.cde.ca.gov/pd/ca/sc/ngssintro
d.asp
• NBPTS: Propositions 2 & 5
• TLS: Domain III, Domain I
• ISTE Standards: Educator as
Collaborator Standard 4.a
 The Risk To Science Education?

CTA Educator Magazine Article

September 2011

“Focus on mandated tests is pushing science to the back

burner.”
“Because of the lack of science instruction, we are seeing
students who are unable to show curiosity.”
“Without a new generation of scientists, America loses it’s
edge in creating new technologies…”
Connecting NGSS and Common Core

Collection of evidence
Argumentation and analysis
Modeling
Writing skills
Vocabulary development in
the content areas
Math modeling from concrete
to abstract
4 Domains
Knowing your students and attending to all
Students strengths and needs

Content Strong content knowledge

Instruction
Use of effective instructional strategies and
&
Pedagogy Depths of Knowledge (DOKs)

Claims &
Assessment Incorporating the 4 SBAC Claims and multiple
types of formative and summative assessments
 Now you try!
Breakout Rooms:
Reflecting On Your Current Practices
Please discuss the following in your break out groups

What does chemistry instruction look like in your

class right now?
What are some of the issues that help/hinder
chemistry instruction at our school?
What are your needs to improve instruction and
student learning?
 Next Generation Science Standards
(NGSS) Conceptual Shifts
Science education should reflect the interconnected nature of
science as it is practiced and experienced in the real world
NGSS are student performance expectations—not curriculum
Science standards build coherently from K-12
Focus is on deeper understanding of content as well as
application of content
Science and engineering are integrated from K-12
Designed to prepare students for college, career, and
citizenship
NGSS and CCSS are aligned
 8

How Teachers All that Can Advanced Support for Everything

Teach or Should be work beyond English needed to be
Taught the Core Language College and
Subjects Learners & Career Ready
Students with
Special Needs

What the Standards DO NOT define

 Dimensions of the NGSS
Disciplinary core ideas-power to focus curriculum,
instruction, and assessments on the most important aspects
of science – What students need to know!
Crosscutting concepts-ways of linking all the domains of
science – How students think!
Science and Engineering Practices-behaviors that scientists
engage in, skills and knowledge that is specific to science
and engineering, expanding on the definition of inquiry –
What students need to do!
 Disciplinary Core Ideas
What students need to know!
Have broad importance across multiple science or
engineering disciplines or be a key organizing concept
in one discipline
Provide a key tool for understanding or investigating
more complex ideas or solving problems
Relate to the interests and life experiences of students
Be teachable and learnable
 Crosscutting Concepts
How students think!
1. Patterns
Amazing OL
2. Cause and effect
Resource
3. Scale, proportion, and quantity
4. Systems and system models
5. Energy and matter: flows, cycles, and
conservation
6. Structure and function
7. Stability and change
 Science and Engineering Practices
What students need to do!
Scientific behaviors
Key engineering practices
Explain and extend what is meant by “inquiry” in
science and the range of cognitive, social, and
physical practices it requires
Can make STEM= STREAM . . . Research and Art!
 Now you try!
Breakout Rooms:
Please discuss the following in your group:

In what ways can we incorporate cross cutting

concepts in chemistry?
 COMMON CORE NGSS
Sciences in schools
15
Sciences in schools
Literate Reading Intertwining three crucial aspects
of material about, and for, science issues • Disciplinary Core Ideas
• Cross-Cutting Concepts
• Science and Engineering Practices
Literate Writing Working towards specified Performance
to build and present knowledge as claims Expectations
backed up by arguments from readings, or consistent with that vision, for all grade bands,
personal experience and all sciences.
Lots of Reading Lots of Exploring of, and with, materials
in many genres, to fully comprehend what others as the source of making reasoned empirical
said. arguments.

Writing routinely Constructing deep, discipline-specific

for a range of discipline-specific tasks, purposes
and audiences.
Students become literate, adept at making
meaning from, and with, discipline specific
texts (all types)
understandings
from empirical arguments, neither cluttered nor
front-loaded with highly specific vocabulary bits.
Students know science as something they,
and scientists do, in order to come to know
something new, to know how they know it,
and why they trust it.
 Webb’s Depth of Knowledge
 Provides guide to increase/decrease rigor of instruction to meet the
learning needs of the diverse students in your classroom.
Engaging Students With NGSS
 NGSS In The Classroom
Projects based on collecting
information
Real world data collection
Inquiry based scientific investigations
Use of real time, or near real time,
data
Working through the inquiry cycle
Collaborative groupings
Questioning strategies
 Inquiry Based Science

The inquiry cycle

Developing experiments
Making science fun
Student centered
investigations
 Four Traits of Inquiry Teaching

Connecting
Designing
Investigating
Constructing meaning
 NGSS In The Secondary Classroom

NGSS Disciplinary Core Ideas:

 Earth Science
 Biology
 Chemistry
 Physics

More rigorous Cross-Cutting Concepts, but

the same basic principles
SAME Science and Engineering Practices!!!
 Transforming Science Instruction:
Student-Led Inquiry

Student inquiry labs have taken the

place of teacher prescribed labs
Integrate technology to provide
computer simulations of macro-
concepts for students to experience
Hands-on laboratory activities make
the curriculum come to life
 Blending Science Instruction
Students are active participants in
every lesson, not passive observers
Students have access to course
curriculum via online class website
Incorporating Google Drive so all
students can communicate in group
projects, access lab data, and
provide feedback for peers
 NGSS-based Lessons: Better Lesson

NEA has partnered with Better Lesson to create

thousands of NGSS-based lessons for teachers k-12.
These lessons are FREE and downloadable to use in your
classroom!
Search by grade level, NGSS standard, or key word.
Don’t reinvent the wheel . . .
Bringing NGSS To Life With Technology:
SAMR Model
SAMR In Your Classroom
 Now you try! In breakout rooms lets look
at a Sample NGSS Lesson:

Student Inquiry Labs Alkali Metals Student Inquiry Lab

 Sample NGSS Lesson Reflection

What were some ways in which the lesson

Incorporated student inquiry?

Please take the time to complete the survey on the

presentation today: SURVEY LINK

Thank you!!
 NGSS Resources
NGSS official website: www.nextgenscience.org
CA NGSS Website: www.cde.ca.gov/pd/ca/sc/ngssintrod.asp
CSTA NGSS Website: www.cascience.org/csta/ngss.asp
NTSA NGSS Website: www.nsta.org/ngss
Better Lesson: www.betterlesson.com
NEA Greater Public School Network: www.gpsnetwork.org/
Cross-Cutting Concepts - http://crosscutsymbols.weebly.com